TABLE OF CONTENTS. Introduction... 2 The Learning Standards for Early Childhood Format... 5 Guiding Principles... 6 KEY LEARNING AREA:

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2 TABLE OF CONTENTS Introduction The Learning Standards for Early Childhood Format Guiding Principles KEY LEARNING AREA: APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE Standard 15.1: Constructing Knowledge Standard 15.2: Organizing and Understanding Knowledge Standard 15.3: Applying Knowledge Standard 15.4: Learning Through Experience Approaches to Learning Through Play Glossary KEY LEARNING AREA: CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS Standard 9.1: Production and Performance 9.1a: Music and Movement b: Dramatic and Performance Play c: Visual Arts Standard 9.2: Historical and Cultural Context of Works in the Arts.. 16 Standard 9.3: Critical Response to Works in the Arts Standard 9.4: Aesthetic Response to Works in the Arts Creative Thinking and Expression Glossary KEY LEARNING AREA: SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, INQUIRY AND DISCOVERY 33 Standard 3.1a: Living and Non-Living Organisms Standard 3.1b: Genetics Standard 3.1c: Evolution Standard 3.2a: Physical Sciences: Chemistry Standard 3.2b: Physical Sciences: Physics Standard 3.3a: Earth and Space Sciences: Earth Structure, Processes and Cycles Standard 3.3b: Origin and Evolution of the Universe Standard 3.4a: Scope of Technology Standard 3.4c: Technology and Engineering Design Standard 3.4d: Abilities for a Technological World Standard 3.4e: The Design World Environment and Ecology Standard 4.1: Watersheds and Wetlands Standard 4.2: Renewable and Non-Renewable Resources. 44 Standard 4.3: Environmental Health Standard 4.4: Agriculture and Society Standard 4.6: Ecosystems and Their Interactions Standard 4.7: Threatened, Endangered and Extinct Species.. 45 Standard 4.8: Human and the Environment Standard 4.9: Environmental Laws and Regulations Scientific Thinking and Technology Glossary KEY LEARNING AREA: COGNITIVE THINKING AND GENERAL KNOWLEDGE KEY LEARNING AREA: MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING AND PROBLEM SOLVING Standard 2.1: Numbers, Number Systems and Relationships Standard 2.2: Computation and Estimation Standard 2.3: Measurement and Estimation Standard 2.4: Mathematical Reasoning and Connections Standard 2.5: Mathematical Problem Solving and Communication Standard 2.6: Statistics and Data Analysis Standard 2.7: Probability and Predictions Standard 2.8: Algebra and Functions Standard 2.9: Geometry Standard 2.11: Calculus Mathematical Thinking and Expression Glossary KEY LEARNING AREA: SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES Standard 5.1: Principles and Documents of Government Standard 5.2: Rights and Responsibilities of Citizens Standard 5.3: How Government Works Standard 6.1: Economic Systems Standard 6.2: Markets and the Functions of Government Standard 6.3: Scarcity and Choice Standard 6.4 Economic Interdependence Standard 6.5: Work and Earnings Standard 7.1: Basic Geographic Literacy Standard 7.2: Physical Characteristics of Places and Regions. 53 Standard 7.3: Human Characteristics of Places and Regions. 54 Standard 7.4: Interactions Between People and the Environment.. 54 Standard 8.1: Historical Analysis and Skills Development Social Studies Thinking Glossary

3 KEY LEARNING AREA: HEALTH, WELLNESS AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODY Standard : Health and Safety Practices Standard 10.4: Physical Activity: Gross Motor Coordination Standard 10.5: Concepts, Principles and Strategies of Movement: Fine Motor Coordination Health, Wellness and Physical Development Glossary KEY LEARNING AREA: PARTNERSHIPS FOR LEARNING: FAMILIES, LEARNING ENVIRONMENTS AND COMMUNITIES Standard 20.1: Connections Standard 20.2: Family Engagement Standard 20.3: Supporting Children s Learning Standard 20.4: Transition KEY LEARNING AREA: LANGUAGE AND LITERACY DEVELOPMENT: EARLY LITERACY FOUNDATIONS, READING, WRITING, SPEAKING AND LISTENING Standard 1.1: Learning to Read Independently Standard 1.2: Reading, Analyzing, and Interpreting Text Standard 1.3: Reading, Analyzing, and Interpreting Literature Standard 1.4: Types of Writing Standard 1.5: Quality of Writing Standard 1.6: Speaking and Listening Standard 1.7: Characteristics and Function of the English Language Standard 1.8: Research Standard 1.9: Information, Communication, and Technology Literacy Language and Literacy Development Glossary KEY LEARNING AREA: SOCIAL AND EMOTIONAL DEVELOPMENT: LEARNING ABOUT MYSELF AND OTHERS Standard 25.1: Self Concept (Identity) Standard 25.2: Self Regulation Standard 25.3: Pro-Social Relationships with Adults Standard 25.4: Pro-Social Relationships with Peers Resources Acknowledgements PENNSYLVANIA STANDARDS FOR KINDERGARTEN 1

4 INTRODUCTION hildren are born with an incredible capacity and desire to learn. Over 30 years of research confirms the foundational importance of early education and care for children s school and life success. It is essential, then, that students first school experiences are robust ones, steeped in expectations that develop critical thinking and problem solving skills, a deep understanding about themselves in a social society and age appropriate content. Teachers instructional practices must embed the domains of development: cognitive, social-emotional, language, and physical within the foundations or approaches to learning that enable children to explore, understand and reach beyond the here and now to challenge themselves and to experiment and transform information into meaningful content and skills. Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children s interests, wonder and curiosity so they want to know more. Pennsylvania s learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children s engagement in learning and their school success. Interventions Materials & Resources 1. MATERIALS AND RESOURCES Clear Standards Student Achievement Instruction Fair Assessments Curriculum Framework Every early learning classroom, whether it is in a home atmosphere or centerbased setting, must be a comfortable, safe and nurturing environment where children can play with blocks, manipulatives, art materials, and dramatic play items to enhance skill development. Children discover and understand science, social studies, and math information when they actively explore materials and ideas that are guided by teachers who intentionally design activities that engage children in critical thinking and processing. Children also learn about their own abilities and learning styles, how to get along with others and how to appreciate others contributions in classrooms that include a diverse set of materials and experiences. School environments should be linked to a child s home environment, incorporating cultural and ethnic materials and children s home language and provide experiences that are inclusive for all children, regardless of ability, socioeconomic status, or family background. Well-designed classrooms demonstrate a commitment to the whole child by offering materials and activities that promote social, physical, cognitive and language learning. Classroom assessment instruments that help providers assess the arrangement of indoor and outdoor space, the provision of materials and activities, and their development of class schedules are useful in assuring best practice implementation and alignment to Pennsylvania s Learning Standards for early childhood. 2. INSTRUCTION Instruction in the early years often looks different than in the older grades. Learning occurs within the context of play and active learning strategies where children are engaged in concrete and hands-on discovery and in experimentation and interaction with materials, their peers and nurturing adults. Teachers help construct knowledge during these active learning times by designing activities that build on children s prior knowledge to create new understandings and information. A limited amount of direct teaching combined with child-initiated play produce optimal conditions for young children s education. Teachers become facilitators or guides of learning who interact with children throughout the school day. They ask open-ended questions that encourage children to think about what comes next or want to know more and they support children s creativity, problem solving, intuition and inventiveness (approaches to learning) by challenging and encouraging them. Teachers design focused instruction that is based on the identified individual needs of every child and assure these experiences encompass their interests, abilities and culture. 3. CURRICULUM FRAMEWORK A curriculum framework reminds us what information should be taught to young children within each of the Key Learning Areas. It assures the continuum of learning that begins at birth and continues through graduation. Pennsylvania s curriculum framework includes big ideas, essential questions, vocabulary, concepts and competencies that further define the learning standards. 4. FAIR ASSESSMENTS Teachers must use both informal and formal assessments to understand children s progress. In early childhood, formative assessments that provide information about how children are progressing in the classroom allow teachers to make adaptations or adjustments in the individualized learning plans for every child. Early childhood professionals observe and assess children in their classroom setting using the materials that are found in their school environment. Blocks that children count or stack, for example, provide the information teachers need to understand children s math or fine motor skills. Outdoor play or recess allows the adult to observe children s gross motor skills or the social interactions with peers. 2 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

5 Teachers must use the information they have documented during observation, along with information from the parent, to identify goals and next steps for children s learning through play. 5. CLEAR STANDARDS Learning Standards provide the framework for learning. They provide the foundational information for what children should know and be able to do. Pennsylvania s learning standards build on information learned previously, creating a continuum of learning that assures consistent and linked learning that begins in infancy, gradually getting more difficult as it extends through high school. Pennsylvania also uses program standards that assure children s experiences are being offered in high-quality settings. Keystone STARS, PA Pre-K Counts, ABG, HSSAP all use similar sets of standards that provide guidance on program operation that exhibits best practices. 6. INTERVENTIONS When teachers are observant and assess children s abilities, interests and achievement using the standards as a guide, interventions become part of the teachers everyday practice. Revising activities, adjusting lesson plans and accommodating children s individual differences becomes matter-of-fact and the norm. Successful strategies that allow children to master skills at his or hew own pace provide benefits for all children as they interact with others of varying abilities and cultures. Early Childhood Special Education Early childhood classrooms should be inclusive ones where children with disabilities and developmental delays are enjoying learning experiences alongside their typically developing peers. Teachers may need to adapt or modify the classroom environment, teacher interactions and/or materials and equipment to help children with disabilities fully participate. Pennsylvania s Learning Standards for Early Childhood are designed to be used for all children. The content within these standards does not need to be specific to an age, grade or specific functional level, but instead provide the breadth of information from which to create goals and experiences for children that will help them reach their highest potential while capturing their interests and building on what they already know. Teachers must emphasize and celebrate all children s accomplishments and focus on what all children can do. English Language Learners Children develop language much the same way they acquire other skills. Children learn native and second languages using an individual style and rate. Differences among English Language Learners such as mixing languages or a silent period are natural. Each child s progress in learning English needs to be respected and viewed as acceptable and part of the ongoing process of learning any new skill. The skills needed for young English language learners to become proficient in English are fully embedded in the Pennsylvania s Standards for Early Childhood. EARLY CHILDHOOD CONNECTIONS High quality early learning programs also promote connections that assure children s school success. Programs that build relationships with children and families and coordinate their work with other early learning programs, school districts and grades within districts create strong partnerships for success. 1. CONNECTIONS TO CHILDREN Relationships are the key to successful connections between a teacher and the students. Teachers must take time to know every child, to understand the way in which they learn best, to identify the special talents and skills each child possesses and the interests that excite them to learn more. Adults who work with young children must be students themselves as they learn about children s home experiences and culture so they can design learning environments that support the home-school connection and expand prior learning and experiences into new achievements and acquisition of knowledge. 2. CONNECTIONS TO FAMILIES Parents of young children have much to offer in the learning process. When a partnership is formed between teacher (or school) and the family, the connection between home and school has been strengthened, assuring that children receive consistent messages about learning and skill development. Parents should be given opportunities to learn about their children s day at school, to provide input into the information they want children to learn and master, and to understand what they can do at home to enhance the school experience. Frequent informal conversations, invitations to participate in classroom life and voluntary take-home activities that relate to school experiences help to build the partnership. At-home resources for parents such as Kindergarten, Here I Come, Kindergarten, Here I Am or Learning is Everywhere provide both teachers and families with tools to connect at home and school learning and to share age appropriate expectations and activities that support that connection. Families ethnicity and culture must be interwoven into the life of an early childhood program and classroom. Staff must embrace all children s heritages and provide activities, materials and experiences that help children become aware of and appreciate their own culture while learning about and appreciating the similarities and differences of others. Staff in high quality early education programs know and understand their own attitudes and biases and are culturally sensitive and supportive of diversity. 3. CONNECTIONS WITH OTHER EARLY LEARNING PROGRAMS Children and families often have other needs and priorities in addition to participation in high quality early childhood learning programs. Families may need to coordinate their early learning program services with child care, health services or early intervention services, as well as with their other children s school experiences. Programs within a community that support families single point of contact or help to coordinate services for children demonstrate a strong understanding and respect for families. Providers that reach out to neighborhood schools to facilitate transition into the public school or who have developed a working relationship with their early intervention provider assure linkages that support children s school readiness and ongoing success. 4. CONNECTIONS FOR LEARNING Young children make learning connections through play. Providers that allow children time to explore and discover, both inside and outside, have optimized children s capacity to internalize and generalize content by making their own connections to prior-learned knowledge. All children, regardless of age and ability, need opportunities to engage in practice activities and experiences that are steeped in play. Adults must also use literature connections in all domains. Literature supports both content and social and cultural learning. It is a foundation for curriculum integration. CONTINUED... PENNSYLVANIA STANDARDS FOR KINDERGARTEN 3

6 LEARNING STANDARDS TASK FORCE Pennsylvania s Learning Standards for Early Childhood were originally constructed as a joint project of the Departments of Education and Public Welfare as part of Governor Rendell s commitment to early childhood education. The Office of Child Development and Early Learning, established in 2006 to administer both Departments early childhood programs, has overseen revisions to the standards. Each set of Standards has been formulated with help and guidance from practitioners who represent early childhood programs and advocacy groups, higher education, and policy analysts and researchers. Support for the development of the Standards was provided through the national Build Initiative, a multi-state partnership that helps states construct a coordinated system of programs and policies that respond to the needs of all young children. THE LEARNING STANDARDS CONTINUUM Within all of Pennsylvania s Early Childhood Standards, the Key Learning Areas define the domains or areas of children s learning that assure a holistic approach to instruction. All children, regardless of age and ability, should be exposed to experiences that build their skill development in approaches to learning, socialemotional development, language and literacy development, physical or motor development, creative expression and the cognitive areas of mathematics, science and social studies. The Standards within each Key Learning Area provide the information that children should be able to know and/or do when they leave the age level or grade. The Standards are also organized by Standard Statements that specify specific skills. New, in 2009, strands further define the standards by organizing the information into focus areas. The strands become the connections to the Academic Standards for grades They, too, use these strands to organize the content that all children in Pennsylvania should be able to know and do. PENNSYLVANIA S EARLY CHILDHOOD CONTINUUM OF STANDARDS Infant-toddler, Pre-kindergarten and Kindergarten standards are connected through the Continuum of Learning and further linked to the 3rd grade academic standards. Using the strands as the organizer, professionals are able to look across ages and grades to understand how children s development emerges. Some skills will not emerge in a noticeable way until a child is older. These standards statements will be identified on the continuum as emerging. For example, concepts about money are not ones that infant teachers need to develop. They show in the social studies standards for infants as emerging. Strands that are missing numerically are skills that do not need attention during the Early Childhood Education years. Teachers who view children s skill development across ages and grades will be able to understand the sequential way children learn and become familiar with the way in which teachers at higher grade levels support learning. LEARNING STANDARDS FOR EARLY CHILDHOOD DO: Inform teachers and administrators about curriculum and assessment and guide the selection of program materials and the design of instruction Inform parents of age-appropriate expectations for children Provide a common framework for community-based work on curriculum and transitions THE LEARNING STANDARDS FOR EARLY CHILDHOOD ARE NOT USED: As a specific curriculum or to mandate specific teaching practices and materials To prohibit children from moving from one grade or age level to another To assess the competence of children or teachers AGE GROUPINGS IN PENNSYLVANIA S LEARNING STANDARDS FOR EARLY CHILDHOOD INFANT-TODDLER LEARNING STANDARDS The Infant-Toddler Standards are divided into three age levels: infant (birth through 12 months), young toddler (9 months 27 months) and older toddler (24 months through 36 months). These age divisions are arbitrary as a means for organizing the content; very young children s development is uneven and may span two or all three of the age levels in different Key Areas of Learning. This is reflected by the overlap of the age 9 27 months in younger toddlers. The Standards in each Key Area of Learning are displayed on an infanttoddler continuum with the content within one strand presented together on one page. Practitioners can look across each age level to determine the skills that best match their children s current development, identifying additional standard statements, examples and supportive practices to scaffold children s learning. When strands include Emerging under infant or young toddler, these concepts are beginning to emerge but are expected to be mastered. For example, infants and young toddlers may be exploring mathematical estimation as they interact with materials, but intentional instruction would not be appropriate for that age. Adults should continue to introduce these concepts whenever appropriate for the individual child without expectation of mastery. LEARNING STANDARDS FOR PRE-KINDERGARTEN Teachers will find the skills that pre-kindergarteners (ages three and four) are practicing and mastering within the pre-kindergarten standards. Younger preschoolers will be learning the content, while older children will be mastering the skills and showing proficiency in many of them. Classroom environments, materials and activities that are developed for this age will be appropriate for both three and four year olds; expectations for mastery will be different. LEARNING STANDARDS FOR KINDERGARTEN Students who complete kindergarten should demonstrate mastery of many of the skills within the Kindergarten Standards. This document is designed for full day kindergarten classrooms. Half day kindergarten teachers will need to modify the amount of content that is introduced to children during the kindergarten year, but the cognitive processing that children must develop and the holistic instruction will remain constant regardless of the length of the kindergarten day. It is critical that kindergarten instruction occurs through an active learning approach where teachers use differentiated instructional strategies and focus on learning centers and play as key elements of the daily schedule. Childdirected instruction should be predominant with language and literacy and math infused through the day in addition to their special focus learning times. Kindergarten children should be given opportunities to develop social and emotional skills, physical skills and their creative expression within the course of a kindergarten day. 4 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

7 Big Idea: Describes the primary information that children should acquire across all age levels. Essential Questions: Linked to the Big Ideas and provide the questions that support children s inquiry. Numbering: Links to 3rd Grade Academic Standards. See below for further description. Strand: Areas of learning within each Standard that organize the information. These strands are similar from birth through grade 12. THE LEARNING STANDARDS FOR EARLY CHILDHOOD FORMAT CREATIVE THINKING AND EXPRESSION COMMUNICATING THROUGH THE ARTS Key Learning Area: The domains of learning that assure child s holistic development. STANDARD CTE 9.1.A: PRODUCTION, PERFORMANCE AND EXHIBITION: MUSIC AND MOVEMENT BIG IDEA Music can be used to express and initiate aesthetic and physical responses ESSENTIAL QUESTIONS: How do I respond to music through my expressions? How do I respond to music by moving my body? Standard: Organizes the content within Key Learning Areas into smaller specific topics. Respond to different forms of music and dance and use basic vocabulary when describing action Identify and reproduce patterns of rhythm in music and dance Understand and use music vocabulary Discuss music and movement using appropriate vocabulary: fast/slow (tempo); high/low (pitch); short/long (duration); soft/loud (volume); strong/weak beat (rhythm) Sing and play instruments loudly and softly Keep rhythm to a song or poem using body movements or instruments Identify the rhythm of a known song and clap the pattern as the song is sung Copy rhythms modeled by the teacher Demonstrate singing and sources of sound, tempo, rhythm Use and model appropriate music and movement vocabulary when teaching Model and describe patterns and sequences used in dances Relate patterns in dance to patterns in mathematics Provide opportunities for learners to watch and discuss presentations or videos of music and movement Share a song or poem: have children clap the rhythm 9.1a.1 AESTHETIC RESPONSE Standard Statement: The specific indicators that provide the skills for children to learn and master. In the younger years when a skill is still emerging, this area will be identified as emerging. In some strands, there will be several standard statements; in others, there will be just one. Examples: Or competencies identify ways children may demonstrate mastery or skill development. Supportive Practices: Define strategies and materials professionals can use to help children learn or progress. PENNSYLVANIA STANDARDS FOR KINDERGARTEN 5

8 GUIDING PRINCIPLES igh quality early childhood programs offer learning opportunities that have a significant impact on the success of all children. A warm, responsive relationship with a highly trained teaching staff is foundational. It is expected that teachers will intentionally integrate developmental knowledge with the attitudes, skills, and concepts children need to make progress socially and academically. High quality early childhood programs maintain high developmentally achievable expectations for all children using clear performance standards with a continuous cycle of assessment understood and used by staff, children, and parents. High quality early childhood education and care programs have a significant impact on children's future successes. All children can learn and deserve high expectations that are age, individually, and culturally appropriate.** Children's learning, development and opportunities are supported when their teachers are trained in early childhood development and education, including professional training and ongoing professional development, and are intentional in their relationships and work with children and families. Early childhood care and education programs must address the individual needs of a diverse population of children, such as children with special needs, children from diverse cultural backgrounds, children from all social-economic groups. Young children learn best when they are able to construct knowledge through meaningful play, active exploration of the environment and thoughtfully planned activities. Early childhood care and education programs are defined by a set of comprehensive standards that maximize a child's growth and development across domains. The learning environment for young children should stimulate and engage their curiosity of the world around them, and meet their physical needs and emotional needs so that children feel safe and secure. There must be a system of research based assessment that documents children's growth and development in relationship to a defined set of standards, and is used to inform instruction. Language and early literacy development must be supported and integrated throughout all aspects of early childhood care and education programs. Children's learning is enhanced when families, schools, and communities work together. **Footnote: Young children with disabilities will meet standards consistent with their individualized education programs (IEPs) goals developed by IEP teams in accordance with the federal Individuals with Disabilities Education Improvement Act (IDEIA) and Pennsylvania's Early Intervention Services System Act (Act 212 of 1990). 6 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

9 APPROACHES TO LEARNING THROUGH PLAY CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE hildren must demonstrate proficiency in both academics and their approach to their learning environment. These approaches are most effectively learned in the context of an integrated effort involving parents, educators and members of the community. The acquisition of these approaches is a developmental process that encompasses an individual s entire lifetime. Teachers must help students feel successful by supporting and understanding their individual differences, allowing them to explore the world in a safe and caring environment, and enhancing their curiosity and knowledge about the world in which they live. FAMILY RELATIONSHIPS here is no greater gift for children s successful endeavors in school then for schools to create a strong relationship between home and school. The connections that teachers and schools form with parents and guardians, especially in the early childhood years, provide the link for learning and assures that children, teachers and families work together to support children s growth and development and skill mastery. Families can be invited to participate in many ways volunteerism, donations of time, resources and materials, shared decision-making about children s educational goals, support and referrals but the key is a reciprocal relationship that invites parent input about a child s school performance and information about the values and home culture, while sharing details of the child s school routine and perceived successes and challenges in the classroom. Parents who perceive themselves as an integral member of the learning team are more likely to provide ongoing support and encouragement for children s learning that will carry them through high school. Standard Page 15.1 Constructing Knowledge Organizing and Understanding Knowledge Applying Knowledge Learning Through Experience. 10 PENNSYLVANIA STANDARDS FOR KINDERGARTEN 7

10 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE STANDARD 15.1: GATHERING AND CONSTRUCTING KNOWLEDGE BIG IDEA: Children actively construct knowledge through routines, play, practice and language. They observe others and their environment, use their senses to manipulate objects and materials and develop their own individualized approach to learning. ESSENTIAL QUESTIONS: How do I find out about things? What information do I need to learn new ideas? What do I learn while I am playing? CURIOSITY AND INITIATIVE Demonstrate an eagerness to discover and discuss a growing range of topics, ideas and tasks Ask questions and seek meaningful information about a topic or idea Show interest and ask questions about others work or stories Use play to demonstrate new skills and knowledge Explore technological equipment and materials with interest Share ideas and interests with teacher Ask how or what questions Predict story endings or ask questions about a story Use vocabulary words or concepts learned in class during play Try a new computer game or use a CD player that has been added to the reading corner Encourage children to discuss and learn more about their interests Introduce a book by asking, What do you think this book might be about? Ask children to guess what might be inside a box or bag as a way to introduce a topic or idea Provide real objects that can be manipulated or explored to help understand a concept Respond to children s questions with explanations that help them understand Encourage children to research answers to questions through books, such as Let s find a book about dogs to see why their noses are cold. Regularly rotate classroom materials and formally introduce new objects and activities into the classroom by showing excitement, look what I brought for us to do today? RISK TAKING Demonstrate a willingness to participate in an increasing variety of diverse experiences Determine appropriate method for learning information in a specific situation Participate in experiments, cooking experiences or field trips Use books, ask questions or use materials to find out more about a topic Introduce new materials and activities by explaining what they are and providing instructions on their use Rotate materials in the classroom, pairing new and familiar things for children s comfort Demonstrate enthusiasm when introducing new materials Provide experiments, field trips and other experiences to expand children s learning Support and encourage children s independent exploration of a topic STAGES OF PLAY Engage in simple games with rules with the ability to plan ahead to develop strategies Engage in elaborate interactive play sequences that include acting out rules and negotiating play themes Play kickball, Four Square, Checkers or Go Fish Use materials and props to support an ongoing play experience such as a safari adventure Encourage children to play board games and group games Provide support while children are learning games Provide props and materials to support play experiences 8 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

11 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE STANDARD 15.2: ORGANIZING AND UNDERSTANDING INFORMATION BIG IDEA: Children learn to organize complex information and thoughts into small steps and goals. They develop plans for completing tasks by establishing goals and carrying out plans to meet those goals. ESSENTIAL QUESTIONS: How do I understand the steps of a task? How do I decide how to approach a task? ENGAGEMENT, ATTENTION AND PERSISTENCE Pay attention to adult who is providing instructions and follow through on directions Demonstrate capacity to concentrate over time on task, despite interruptions or classroom disruptions Complete simple activities or tasks from beginning to end with independence Work or interact with a specific toy or object until complete Follow two- or three-step directions such as, Get a book, choose a partner and find a space to partner read Work on a project or engage in a play experience while others are doing other activities Complete a classroom job such as watering the plants without adult assistance Complete a 24 piece puzzle Give clear and simple directions or explanations Allow time for children to follow simple directions to complete a task Save children s work for later completion if transition to a new activity is necessary Show flexibility during transitions to allow children who are working on an project time to complete it Offer help to children who are demonstrating difficulty completing a task or activity Praise children s efforts to complete a project Minimize interruptions and disruptions for children who are concentrating on a specific task or activity TASK ANALYSIS Classify, contrast and compare objects, events and experiences Complete multi-step tasks with independence Use comparison of daily experiences or favorite activities to learn more about a topic Gather materials, place in backpack, put on coat, and put chair up on desk before lining up at the end of the day Provide multiple types of materials that require use of classification skills such as blocks that can be sorted by size, shape, or color Use story picture cards that children can put in sequential order Ask children to describe the steps required to complete a certain task REASONING AND PROBLEM SOLVING Explore a new way to continue with a task, project or experience after initially experiencing a failure Determine why the block tower fell over and experiment with alternate ways to build it so that it remains standing Ask Why do you think or How can we questions to help children discover alternate ways to approach a task such as Why do you think the tower fell over when you put the big block on top? PENNSYLVANIA STANDARDS FOR KINDERGARTEN 9

12 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE STANDARD 15.3: APPLYING KNOWLEDGE BIG IDEA: Children extend their understanding when they think creatively about new ideas in the context of past experiences and knowledge. ESSENTIAL QUESTIONS: How do I relate new information to things I already know? How do I use what I already know to learn new things? How do I finish a task? CREATIVITY, FLEXIBILITY AND INVENTION Observe and imitate both adults and peers to gain understanding of specific tasks and skills Create an object to serve a functional purpose Combine unique materials to make a new (real or pretend) object or result Combine different types of materials to represent a scenario or situation such as using legos, unit blocks and wood signs to make a neighborhood with roads, houses and people Use a toilet paper tube as a kazoo humming into it to make noise Try a new role in the dramatic play area that is suggested by another child Use a block as a truck or a large box to act as a fort Provide opportunities for children to give input into the daily schedule when changes are needed Offer varied opportunities for children to work with materials to create projects that demonstrate learned skills Provide a diverse set of materials that can be combined to create an end product Use the Project Approach as a way for children demonstrate learned skills across Key Areas of Learning Use What If scenarios that require children s creative thinking and problem solving Incorporate creative play scenarios within content instruction such as, pretend to buy a train ticket to go to the beach discuss cost, preparations for trip and what you ll see when you get there STANDARD 15.4: LEARNING THROUGH EXPERIENCE BIG IDEA: Each child s biological make-up, family, history and learning style provide the important context in which learning is constructed. ESSENTIAL QUESTIONS: How do my home experiences help me learn? How do I learn how to cope with difficult situations? HOME-SCHOOL IDENTITY Use home experiences to learn new knowledge Transfer information from home to school and from school to home Develop attitudes and values about the way she/he learns to understand new experiences Understand how information learned in other settings impacts school learning Understand the difference between school and home processes Ask for additional help to master a skill or task that was begun at home such as writing his/her name Share notes with teacher and parent back and forth Show pleasure about learning something new when a parent is also pleased Tell about a song that was learned at piano lessons Ask parents to continue school activities when they get home, such as Can we read this book when we get home? Provide families with regular updates about the events that are occurring in school including songs, stories and special events Talk with families about what children are working on at home and incorporate those goals in the school day, such as helping a child who is learning to go to sleep on own at home by helping them lay down for nap independently at school Ask children to describe the extra curricular activities they participate in and show what they are learning Provide take home activity kits that can travel back and forth to school and home Acknowledge and value differences in class and home structure such as, At school we leave our shoes on during the day I know you like to go barefoot at home 10 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

13 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE STANDARD 15.4: LEARNING THROUGH EXPERIENCE continued RESILIENCE Demonstrate a beginning understanding of consequences for behavior Utilize help when needed Communicate feelings of distress or anxiety Engage in problem solving activities to achieve a positive outcome Name a consequence for a specific behavior Ask a friend who has mastered a skill to assist Tell teacher when she/he is feeling scared or apprehensive about a particular task Try new activities or tasks that build on previously-learned skills Strive to correct his/her own mistakes Provide guidance for improvement when children experience a lack of progress or failure to accomplish a goal or task Comfort children and provide encouragement during stressful times Encourage children to be autonomous by offering situations and tasks that can be completed independently Make referrals to health care, social service and other agencies as appropriate Model appropriate responses to difficult or uncomfortable situations Encourage step by step problem solving and completion of a task to maximize perception of successful outcomes CULTURE Express information about own family or background Show interest in different familial structures Interact with materials from different cultures such as rain stick, map that depicts Asia or Africa Show acceptance of children who appear to be different Talk about spending the weekend with grandparents Look at pictures of families and make comparisons about what is similar or different from his/her own Play with materials from other cultures Use multicultural crayons to depict skin coloring when making a self portrait and compare it to others colors and portraits Help the teacher learn useful classroom phrases from a home language Show interest in adaptive devices, such as a wheelchair or feeding tube and how they help children Show acceptance of a child with a disability and offer support where appropriate Seek out information from families or community organizations to assure appropriate responses and practices that represent the cultures of children in the classroom and center Learn words or phrases from children s home language to use during the school day Label classroom materials and equipment as well as take-home materials in the home languages of the children in the classroom Encourage family members to volunteer or share information, materials and activities that reflect home cultures Use varied approaches or methods for instruction and learning to accommodate children s learning abilities and styles Learn about families expectations for children s school success and incorporate those goals into classroom activities and experiences Incorporate ethnic foods, music, books and materials into classroom life Use sensitivity in celebrating traditional holidays and incorporate other cultures holidays into the curriculum Provide opportunities for children to practice non-specific gender roles such as dads taking care of babies and moms acting in non-traditional female careers Adapt the environment, materials, and instructional practices to assure all children have opportunities for success PENNSYLVANIA STANDARDS FOR KINDERGARTEN 11

14 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE APPROACHES TO LEARNING THROUGH PLAY GLOSSARY Associative Play A form of play in which a group of children participate in similar and identical activities without formal organization, group direction, group interaction or a definite goal; children may imitate others in a group but each child acts independently Attention An ability to focus; take all stimuli in environment and focus the mind on one thing Competence - The ability to perform a task, action, or function successfully Cooperative Play Any organized recreation among a group of children in which activities are planned for the purpose of achieving some goal Culture The way of life of a particular social, ethnic or age group of people which includes beliefs, arts, customs and behaviors Curiosity A desire to learn or know about something; an inquisitiveness Engagement Ability to express oneself physically, cognitively, and emotionally during an activity; to feel a connection or a strong bond to work Initiative A readiness and ability to be eager to lead an action Invention An act of devising, creating or producing using imagination (art, music) Persistence The steady continuance of an action in spite of obstacles or difficulties Pretend Play Using an object to represent something else while giving it action and motion; actively experimenting with the social and emotional roles of life; can build skills in many developmental areas Resilience The ability to cope with and bounce back from all types of challenges. A person thrives, matures and increases competence by drawing on biological, psychological and environmental resources Solitary Play A form of play among a group of children within the same room or area in which each child engages in an independent activity using toys that are different from the toys of others; shows no interest in joining in or interfering with the play of others Task Analysis A process of breaking down complex behaviors into smaller, discrete, specific sub-behaviors to be performed in a certain order for maximum success Temperament - The combination of mental, physical, and emotional traits of a person; natural predisposition Parallel Play A developmental stage of social development; an activity in which children play with toys like those the children around them are using, but child is absorbed in his/her own activity; usually play beside rather than with one another 12 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

15 CREATIVE THINKING AND EXPRESSION COMMUNICATING THROUGH THE ARTS reative thinking and expression is an important component of children s early learning experiences. Children who are given opportunities to develop their imagination and creativity through a variety of media are learning to express their individuality in interests, abilities and knowledge. When they view others work, children are also learning to appreciate and respect differences in culture and viewpoint. Creative expression influences children s growing competence as creative problem solvers and provides insight about the world around them. Teachers support creative learning by providing concrete, processoriented play experiences that encourage children to use their imagination and to experiment with new ideas and materials. DIVERSITY AND CULTURE oday s early childhood classrooms include an increasingly diverse group of children, families and teachers who represent many cultures, values and lifestyles. Providers have a unique opportunity to create welcoming environments that emphasize respect for diversity and support families cultural and linguistic differences. Teachers must help assure the preservation of the child s home language while supporting their second language acquisition. Programs that create experiences and opportunities that honor all children s home cultures and values by developing creative strategies for including and expanding the home to school connection and provide children with varied ways to demonstrate their learning and understanding are assuring all children s success in school. Standard Page 9.1 Production and Performance 9.1a Music and Movement b Dramatic and Performance Play c Visual Arts Historical and Cultural Context of Works in the Arts Critical Response to Works in the Arts Aesthetic Response to Works in the Arts PENNSYLVANIA STANDARDS FOR KINDERGARTEN 13

16 CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS STANDARD 9.1a: PRODUCTION AND PERFORMANCE: MUSIC AND MOVEMENT BIG IDEA: Music can be used to express and initiate aesthetic and physical responses. ESSENTIAL QUESTIONS: How can I use music and movement to express my ideas and feelings? Can I use the appropriate vocabulary to describe experiences? 9.1a.1 AESTHETIC RESPONSE Respond to different forms of music and dance and use basic vocabulary when describing action Identify and reproduce patterns of rhythm in music and dance Understand and use music vocabulary Discuss music and movement using appropriate vocabulary: fast/slow (tempo); high/low (pitch); short/long (duration); soft/loud (volume); strong/weak beat (rhythm) Sing and play instruments loudly and softly Keep rhythm to a song or poem using body movements or instruments Identify the rhythm of a known song and clap the pattern as the song is sung Copy rhythms modeled by the teacher Demonstrate singing and sources of sound, tempo, rhythm Use and model appropriate music and movement vocabulary when teaching Model and describe patterns and sequences used in dances Relate patterns in dance to patterns in mathematics Provide opportunities for learners to watch and discuss presentations or videos of music and movement Share a song or poem: have children clap the rhythm 9.1a.2 EXPLORATION Use instruments to accompany music or songs Use instruments to imitate sounds a horses hooves, a doorbell Use instruments to demonstrate the melody of a song Play many types of music Talk about the ways things sound and how that sound could be recreated Provide objects such as wooden bowls, that can be used to represent other sounds 9.1a.3 CREATION Use imagination and creativity to design and perform music and dance Work with partner or others to represent form in space Express ideas and feelings through music Use instruments to create a song Create a dance sequence with a beginning, middle and end Create movements of different tempos Invent rhythm to accompany a favorite story or poem Create movement patterns Create repetitive motions for songs, rhymes, finger plays and chants Play rhythms with instruments Use bodies to represent letters, shapes, objects by oneself or with others Provide different types of music for children to dance and sing to Provide a variety of instruments for children to use, such as bells, chimes, shakers, and rhythm sticks Provide props to use when dancing and singing such as ribbons, hoops, and sticks Model examples of creating music Create different lyrics to a familiar song Provide opportunities for children to perform music and movement activities Take class to school assemblies and programs Model appropriate handling of instruments Demonstrate movement using time, space and locomotion Read a story about a particular animal and have students move like that animal Include vocabulary such as high/low, up/down, fast/slow, over/under 14 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

17 CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS STANDARD 9.1b: PRODUCTION AND PERFORMANCE: DRAMATIC AND PERFORMANCE PLAY BIG IDEA: Dramatic and performance play is a way to act out reality and fantasy and to solve problems. ESSENTIAL QUESTIONS: How can I use role-play to solve problems? Can I perform a play? 9.1b.1 DRAMATIC EXPRESSION Use multiple nonconforming representations of real life objects or activities Create and enact fantasy play scenarios Extend pretend play scenarios over multiple periods of time Use pretend play as a means to negotiate and resolve challenging situations Participate in role-play experiences and engage in discussion Use vocabulary to discuss play activities such as, character, role, setting, story Recreate situations that have caused concern during dramatic play Use materials and props in non-traditional ways Create new scenarios to enact Provide props and costumes associated with themes children are experiencing Ask questions about the experience to guide thinking and problem-solving Use appropriate theatre vocabulary as children create plays and performances Use theatre vocabulary to discuss stories and poems shared in class Observe dramatic play situations Encourage problem-solving of classroom situations through play Discuss possible solutions with children Model new uses for materials and ideas Provide materials that can be used in multiple ways 9.1b.2 PERFORMANCE Represent a character by using voice inflections and facial expressions Recreate a familiar story for an audience individually or cooperatively Act out parts of stories by inventing a voice and creating various facial expressions for the character Act out actions that relate to stories Create a play based on a familiar story Use appropriate tone, actions and speech to represent characters, setting and plot in a play Model voices and facial expressions of characters while reading aloud Provide opportunities for learners to practice different voice types Play charades Encourage learners to create plays based on familiar stories or original ideas Provide guidance and suggestions during preparation of play STANDARD 9.1c: PRODUCTION AND PERFORMANCE: VISUAL ARTS BIG IDEA: Visual arts allow individual expression of interests, abilities and knowledge. ESSENTIAL QUESTIONS: Can I identify color, texture, form, objects and patterns in art? Can I create artwork using a variety of colors, forms and lines? How can I express my ideas about art and connect it to everyday life? 9.1c.1 REPRESENTATION Represent common themes and patterns in visual arts Paint and draw works of art Create a picture using lines and shapes Create various textures in a picture using different media Create simple sculpture using clay and various tools to create texture Use paints to create new shades and colors Model use of shape, texture and color Discuss use of line, shape, texture, patterns in art work Provide various objects with different textures to define and use Display a variety of artwork Provide a variety of examples of art Provide opportunities for children to explore and discover PENNSYLVANIA STANDARDS FOR KINDERGARTEN 15

18 CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS STANDARD 9.1c: PRODUCTION AND PERFORMANCE: VISUAL ARTS continued 9.1c.2 CONSTRUCTION Create expressive images using a variety of media and techniques Express ideas and feelings through visual arts Create pictures that define mood Make choices about tools mediums, etc for visual arts Provide opportunities to create expressive images through play experiences Provide opportunities to explore a variety of art materials and tools in their own way Discuss and expand the child s art work through guided questions allowing for child s ownership and creativity Model and expect safe care, handling and use of art tools 9.1c.3 PERSONAL CONNECTIONS Discuss how art work represents an artist and his/her thoughts, emotions Recognize and discuss own and others art work using appropriate vocabulary color, shape, line and texture Discuss works of art to determine mood or emotion Point out differences and similarities in works of art Select pieces of artwork for display in the room or hallway Show respect for artwork exhibited by other students Use appropriate visual arts vocabulary when describing art work Use literature illustrations and other artworks to model vocabulary and to determine mood or idea Describe common themes and patterns that are repeated within each art form such as color, design, movement, and shape Model how to self-select a best piece of artwork Point out artwork in hallways, offices and on field trips STANDARD 9.2: HISTORICAL AND CULTURAL CONTEXT OF WORKS IN THE ARTS BIG IDEA: Every culture has its own art forms. ESSENTIAL QUESTION: Can I use various cultural art forms within my own creations? PATTERNS AND THEMES Use various art forms from other cultures while creating own art works Create own works using various art forms from other cultures Create similar works of art to those displayed Reproduce songs and dance movements that are familiar Display many types of art work Show a variety of music and movement forms Play many types of music Provide materials and instruments from many cultures 16 PENNSYLVANIA STANDARDS FOR KINDERGARTEN

19 CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS STANDARD: 9.3 CRITICAL RESPONSE TO WORKS OF ART BIG IDEA: People make choices about the types of art they like. ESSENTIAL QUESTIONS: Can I make a judgment about an art form? Can I use appropriate words and terms to talk about works of art? CRITICAL RESPONSE Compare others products to ones own work Evaluate and form judgments about art using I statements Show respect for the response of others to a work of art Make comparative statements such as I used color just like. Or I can tap dance like. Model and describe judgments about others work using I statements Use appropriate vocabulary when discussing art (volume, rhythm, line, color, jumps, characters, and action) Provide opportunities to explore increasingly more complex art forms throughout the year IDENTIFICATION Recognize and name a variety of elements within one form Identify a painting, sculpture, drawing, types of dance, and types of songs Name music by type, such as drumming or singing Display art work throughout the classroom at children s eye level Discuss the various types and characteristics of painting, sculpture, dance, and song STANDARD: 9.4: AESTHETIC RESPONSE TO WORKS IN THE ARTS BIG IDEA: Artists create works as a form of self-expression and to share thoughts and ideas. ESSENTIAL QUESTION: Can I explain how an art form makes me feel? EMOTIONAL RESPONSE Make statements that express emotion about viewing or creating various art works Respond to works of art by expressing feelings ( This makes me feel happy because, This makes me feel sad because ) Show appreciation for visual arts Respond to music by expressing feelings related to types of music Show appreciation for music and movement Respond to dramatic performances by expressing feelings about characters and actions Show appreciation for dramatic and performance play Model responding to works using emotions Model showing appreciation through notes Model showing appreciation clapping and saying thank you Ask clarifying questions such as, Why did you say that?, What do you notice that makes you respond that way? PENNSYLVANIA STANDARDS FOR KINDERGARTEN 17

20 CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS CREATIVE THINKING AND EXPRESSION GLOSSARY Aesthetics A branch of philosophy that focuses on the nature of beauty, the nature and value of the arts and the inquiry processes and human responses they produce Aesthetic Response A philosophical reply to works in the arts Artistic Choices Selections made by artists in order to convey meaning Arts Resource An outside community asset (performances, exhibitions, performers, artists) Assess To analyze and determine the nature and quality of the process/product through means appropriate to the art form Community A group of people who share a common social, historical, regional or cultural heritage Create To produce works in the arts using materials, techniques, processes, elements, principles and analysis Culture The way of life of a particular social, ethnic or age group of people which includes beliefs, customs, arts and behaviors Genre A type or category (music - opera, oratorio; theater - tragedy, comedy; dance - modern, ballet; visual arts- pastoral, scenes of everyday life) Humanities The branch of learning that connects the fine arts, literature, languages, philosophy and cultural science. The humanities are concerned with the understanding and integration of human thought and accomplishment Multimedia The combined use of media, such as movies, cd-roms, television, radio, print and the internet for entertainment and publicity Original Works in the Arts Dance, music, theatre and visual arts pieces created by performing or visual artists Style A distinctive or characteristic manner of expression Technique Specific skills and details employed by an artist, craftsperson or performer in the production of works in the arts Timbre A unique quality of sound Elements Core components that support the principles of the arts 18 PENNSYLVANIA STANDARDS FOR KINDERGARTEN